Session 4 Interventions, History Instructor: Amanda Baumann Good Morning, Chilly Sunshines! TE 803: Social Studies for All Students Session 4 Interventions, History Instructor: Amanda Baumann

Kickoff!/ Your Policy Moment Ally, Colleen, and Matt tabled to a later date Garfield Seattle MAP Whom does this article assume you, the reader, are? In your opinion, what is this article trying to do? Do you find any unexamined assumptions in this article? Who is given voice and not given voice in this article? 9:10 – 9:35

Here’s a Neat Pic 9:35 – 9:35

Agenda Special Needs: Identifying Adaptations Special education terminology Introduction of Lesson Study Social Studies Focus: History Education But first… any questions, problems, conundrums about unit planning drafts? 9:35 – 9:38

Friend & Bursuck “INCLUDE” (yowza! it’s not rocket science!) Identify classroom demands. Note students’ strengths and needs. Check potential areas of student success. Look for potential problem areas. Use information to brainstorm accommodations. Decide which accommodations to implement. Evaluate students’ progress. 9:38– here’s the process that Friend and Bursuck keep referring to. Probably you could get this done without a fancy acronym…

Adaptations As a teacher who knows her/his students, what do you do for That One Kid during Those Difficult Moments? Accommodations document: is it there? (probably) Deep thought: individual accommodations in a differentiated classroom… individuals in a system, like a mood or tone, of inclusion 9:38 – 9:50 brainstorm/list 9:50 – 9:55 verify with official list and Friend/Bursuck chapter

Special Needs: Define and Identify High-Incidence Learning Emotional Speech and Language Attention deficit Gifted and Talented “Other” – At-risk students, ELL, “oppositional defiant disorder” Low-Incidence – Cognitively Impaired, Blindness Chart and Outline 9:55 – 10:00 Since 2007: changed “ESL” to “ELL,” “mental retardation” to “developmental delay,” “disability” to “exceptionality.” --just in 5 years. And it’s continuing to change: how many people work in an RTI school? How many follow a model with pull-out? Push-in? Both?

Age Groups December 2005 10:00 – 10:05 Number of people qualifying for special education services Office of Special Education & Early Intervention Services December 1, 2005/MICIS

Identification Rates By Exceptionality 2005 10:05 Acronyms for terminology!!! Refer to your definition sheet… How do you think this is changing? December 1, 2005/MICIS

Break See you at 10:40 10:30 – 10:45ish

The Tomlinson Ch 5: some different classrooms doing differentiation in some complex and dazzling ways Ch6: Tomlinson’s take on how to get from here to dazzling Ch7: how to get into talking about differentiated work, transparently, with your students and their families 10:05 – 10:20ish Choice to reread, discuss, diffuse.

Fact Sheets/ Deeper Investigations You sort of already have fact sheets, really: my hope for you is that you will supplement these “try this” techniques with a bigger picture, an underlying fabric of reasons why these “try this” things might work. Brain science “experience of”–first person accounts, narratives, multimedia, (well researched) novels Alec A’s Great Day How will we want to divide up the exceptionalities? (decision process next week: please come ready, and ready with an “alternative” exceptionality) 10:20 – 10:30ish Choice to reread, discuss, diffuse.

Lesson Study (happening after lead teaching) Questions? 10:47 – 10:52

We are all historians, as Carl Becker once said We are all forced to use our knowledge of the past in every act of daily life. We do something because we have always done it; we refrain from doing something because we have found that unpleasant consequences develop from that particular action. Faced with a new situation, we try to find in it elements which are familiar from past experience. If we could not learn from the past we would find the present unendurable. We would be perpetual strangers in the city of (hu)mankind, unable to move easily or with confidence, forever wandering from the main streets into the blind alleys. (Those) who cannot remember their own personal history are feeble-minded or afflicted; (those) who cannot learn from their own experiences are failures. Committee on American History in Schools and Colleges, American History in Schools and Colleges: The Report of the Committee on American History in Schools and Colleges of the American Historical Association, The Mississippi Valley Historical Association, The National Council for the Social Studies (New York: The Macmillan Company, 1944). Play “KID SNIPPETS” now. What are the funds of knowledge here? Unexamined assumptions?

“Primary Source Analysis”– nearly the least appealing name possible for what this is Go to today’s email and (without looking yet) choose the numbers of two different Michigan historical photos your group will work with. Divide your table in half: half look at one photo, half at the other. What is the most important thing in the photo? Tell two things about the photo you found notable or surprising. Why? Find two things in the photo that you would not see if it were taken today. When do you think this photo was taken? Why? About 15-20m 3m, then switch 3m. Groups compare answers 3m… are they the same? Seeing different things from the same evidence? Voila History! **This can be done with primary grade students**

Historical Inquiry Doing of history, Levstik (1996) suggests, involves a "shift from an emphasis on a 'story well told' (or, the story as told in the textbook), to an emphasis on 'sources well scrutinized'....[Where students] pose questions, collect and analyze sources, struggle with issues of significance, and ultimately build their own historical interpretations" (p. 394) However long this takes… with or without Am. Exp. vid

Three Shameless Plugs Speaking of “stories well told”… what do we look for in children’s literature for teaching history? However long this takes… with or without Am. Exp. Vid. END BY 11:50 Researched (afterword) Enjoyable but not oversimplified Not necessarily free of problematic stereotypes/language, but these things used responsibly and/or discussed/dissected by you and your students

For Next Time… Come prepared to work on/peer review drafts of parts IV and V: please check in with your planning group before you leave about expectations (done drafts? workshop?) Kickoff Discussion: Jillian, Kelsey, Erica, Tina Ready to vote on, team up for special education fact sheet assignments Ready with one exceptionality currently not on our list Tomlinson, Chapters 8 and 9 Review Brophy and Alleman on civics/gov’t. END BY 11:55 SO GROUPS CAN CHECK IN BEFORE THEY GO